Key messages about Digital Technologies Digital Technologies is a new curriculum F to 10 Digital Technologies is as much about using different ways of thinking as it is using different digital systems ID: 535993
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Slide1
Ways of thinking in Digital TechnologiesSlide2
Key messages about Digital Technologies
Digital Technologies is a new curriculum (F to 10)
Digital Technologies is as much about using different ways of thinking as it is using different digital systems
Digital Technologies is not the new name for eLearning/digital learning/ICT
Up to 50 per cent of the curriculum can be learned ‘unplugged’ (no digital device)Slide3
Ways of thinking
include computational, design
a
nd systems thinking
Digital Technologies
involves students
creating digital solutions
through the use of
information systems
and specific
ways of thinking
about problem solving
Information systems
comprise people,
d
ata,
p
rocesses and
d
igital systems
Creating digital solutions
u
sing programming
languages and productivity
t
ools such as Microsoft suiteSlide4
These are key content areas, not
substrandsSlide5
Students apply different ways of thinking when determining and using appropriate data, processes and digital systems to create innovative digital solutions. Slide6
Ways of thinking about problem solvingSlide7
Computational thinking
A problem-solving methodology that involves various techniques and strategies in order to solve problems that can be implemented by digital systems.
It involves organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models.
Victorian Curriculum GlossarySlide8
Computational thinking – a hybrid!Slide9
Computational thinking – a hybrid!Slide10
You are purchasing an evaporative
airconditioning
unit from Cool Connections Pty Ltd for your brick veneer home. The system will have a ceiling vent in each room you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room.
Draw a plan of your house to fit this purpose.
CT – abstraction (making models)Slide11
You are purchasing an evaporative
airconditioning
unit from Cool Connections Pty Ltd for
your brick veneer home. The system will have a ceiling vent in the rooms you nominate. Currently you have ducted heating and three portable fans. Cool Connections needs to have a plan of your house to determine the positioning of the vents in each room. What details are relevant to this problem? Draw a plan of your house to fit this purpose
.CT – abstraction (making models)What did you include?
What did you exclude and why? What was the most important information to include?How could your model be used in different circumstances – what would you change?
How could this scenario be adapted?Slide12
Progression of content
Knowledge and skills are represented as a continuum. Here is an overview of the progression of a content description in the Creating digital solutions strand
F-2
3-4
5-6
7-8
9-10
Follow, describe and represent a sequence of steps and decisions
Define simple problems, and describe and follow …Design, modify and follow simple algorithms represented
diagrammatically
Design algorithms represented diagrammatically and in EnglishDesign algorithms represented diagrammatically and in structured EnglishSlide13
Start/stop
Task or action
Condition
L
ink
Design, modify and follow simple algorithms represented
diagrammatically (levels 5 and 6)Slide14
Start/stop
Task or action
Condition
L
ink
Start subtraction
Look at the ones
Is the top digit smaller?
Trade a ten for 10 ones
Add 10 to the top one
Subtract the ones
Subtract the tens
Done!
NO
Source: DLTV Journal 3.1, 2015, p 16
YES
Flowcharts for two-digit subtractionSlide15
Start/stop
Get a verb
Write new word
Add the suffix ‘
ing
’
Start/stop
Task or action
Condition
L
ink
Flowcharts for present participles for verbs – ‘play’
Source: based on DLTV Journal 3.1, 2015, p 17Slide16
Start
Get a verb
It ends in ‘e’
Remove the ‘e’
Add the suffix ‘
ing
’
Write new word
NO
YES
Start/stop
Get a verb
Write new word
Add the suffix ‘
ing
’
Start/stop
Task or action
Condition
Link
Flowcharts for present participles for verbs – ‘make’Slide17
STRUCTURED ENGLISH
IF hour <12 print (“Good morning”)
Australian Curriculum Glossary
Sequence of algorithms (designing) from levels 3 to10 Slide18
Design thinking
Purposeful use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.
Designing
stems from the notion that current products, processes, systems or services are either unsuitable for our needs or can be improved.Slide19
Characteristics of design thinkingSlide20
Design thinking is a process that is purposefulSlide21
Divergence
ConvergenceSlide22
Progressions in ideationSlide23
Further ideas can be found at Idea Generation Techniques among Creative Professionals, Herring, Jones and Bailey
Technique
Research
Represent
RefineInspireRole playing
Brainstorm
Forced analogy
IncubatePrototyping
Categories of idea generation techniquesSlide24
Associate
Associate
Game that calculates
Robot that talks
RearrangeSlide25
Non-creative behaviour is learned
Land &
Jarman
research findings
98% highly creative
30% highly creative
12% highly creative
http://www.creativityatwork.com/2012/03/23/can-creativity-be-taught/Slide26
I see
(list, itemise, deconstruct)
I think
What’s the purpose?
How does it work?
What are the parts?
Who would use/like it?
I wonder
What if …?
What would happen if ..?
What would change if?
Project Zero, Harvard UniversitySlide27
Tips for teachersSlide28Slide29
Systems thinking
A holistic approach to the identification and solving of problems where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables students to understand systems and work with complexity, uncertainty and risk.
Victorian Curriculum Glossary
It also involves understanding the interdependence between information systems and how a change or output from one system can affect another, and how this affects larger systems such as the economy and society.
VCE Computing study designSlide30
Reality is made up of circles, but we see straight
lines. Herein lies the beginnings of our limitations as systems thinkers
Peter
Senge
, The Fifth Discipline: The Art & Practice of the Learning OrganizationSlide31
Inputs
Processes
Outputs
Intended
Unintended
Cause and effect?
Loops (interdependencies between elements)Slide32
Systems thinking activity
What resources are needed to make a tablet?
What processes are used to convert the materials into a tablet?
What are the social, economic and environmental implications of the tablet?Slide33
What’s the difference in the interface? Why? Slide34
Systems thinkers:Slide35
Coding human knowledge in a way that can be carried out by a digital deviceSlide36
For further information please contact:
Paula Christophersen
Curriculum Manager, Digital Technologies
9032 17240407 043 110
christophersen.paula.p@edumail.vic.gov.au